Results: Five students successfully completed
degree. Scores on Thesis/Creative Project Oral Defense Assessment Form
indicate that all students assessed either met or exceeded expectations
for the learning objectives.

Feedback: The on-line alumni assessment
instrument must become a priority. Tools will be reviewed in order to
find one that will allow the development of this database. Proceed with
all due speed with the separation of the broadcasting and communication
programs at the graduate level.

Department: Communication
Sciences and Disorders

Learning Outcomes: Students will;

Demonstrate knowledge of the etiology and characteristics of
a variety of communication disorders;

Be able to evaluate and treat a variety of communication
disorders;

Be able to understand, analyze, and interpret clinical and
research data;

Be able to convey their thoughts in writing in both academic
and clinical assignments;

Demonstrate knowledge of professional issues and their
responsibilities as speech-language pathologists; and

Demonstrate a positive attitude about their clients.

Direct and Indirect Measurement: Student
assessment activities occur at four different intervals throughout the
program;

At program entry;

At mid-career (i.e., three semesters and one summer on
campus);

At graduation (i.e. last semester off campus completing
public school practicum and medical-setting internship);

At alumni status

Quantitative measures at program entry includes GPA (i.e., 3.0
overall undergraduate GPA, or 3.25 in the last two years of
undergraduate work and GRE scores, if available. Qualitative measures
include letters of recommendation, and personal statement.

Graduation (i.e., culminating academic and clinical
experiences) assessment measures consist of off-campus supervisor
evaluation as students complete public school practicum and
medical-setting internship (see Attachment #5), final portfolio review
(see Attachment #3), defense of thesis or completion of research
project. During internship, students must also pass the American
Speech-Language-Hearing Association’s (ASHA) exam and, for those
applying for type 73 teaching certificate in Illinois, must pass the
Illinois State Teacher Certification Subject Matter examination well.

Assessment of alumni status is assessed through alumni surveys
and their employers 1- and 5- years following graduation (see Attachment
#6).

Results: The range of GPAs of admitted
students into CSD graduate program was between 3.089 and 3.971 (M=3.53).
Mid career assessment show that the range of GPAs was between 3.357 and
4.0 (M= 3.65). KASA evaluation showed that all students received a
rating of 3 (B+ to A-) or higher. i.e., approximately 75% receiving a
rating of 4 to 5 (A- to A+) in all courses. Approximately 75% of the
portfolios reviewed received a rating of 3 or higher at first
submission, with about 25% needing either to re-write their
self-reflective commentaries on course work and clinical experience or
to complete required elements (e.g., forgetting to include a course
syllabus or a graded lesson plan). Between 90% and 95% of on-campus
clinic grades (in speech language clinic, diagnostics, and audiology
clinic practica) were in the A range. Only one of the 18 students
completed and defended a thesis. Fifteen of the remaining 17 students
completed a research project with 80% receiving a grade between A and B
and 20% receiving a grade of C. Two are still in the process of
completing their research projects and are expected to graduate by
August of this year.

Off-campus clinic supervision final evaluation showed that 94%
(17 of 18) of graduate students received a rating of 4.6 or higher (A-
to A+) and not grade less than a B+ was received in both public school
practicum and hospital internship. The range of GPA at graduation was
between 3.56 and 4.0 (M = 3.725).

Results of the ASHA test (PRAXIS) showed passing rate of 99% at
first take, a much higher passing rate than the national average of 75%
for SLPs. Illinois State Certification Subject Matter test scores in
the last three years have been equal or better than the state average in
all five areas tested namely, Human Development, Speech Lang Hearing
Impairment, Assessment, Program Development and Intervention, and
Professional Knowledge and Legal Issues.

For the first time, an electronic alumni and their employer
survey was conducted. An e-mail listing of 32 alums who graduated 1-
and 5-years ago was obtained from the Alumni Office but only 18
responded. The respondents rated their academic preparation and clinical
in general between very good to excellent. Responses are still being
collected of those returned, the employer rating of CSD graduates
(2000-01, 2004-05) have been overwhelmingly in the “Exceeds Expectation”
range in academic and clinical knowledge and skills. WIU CSD graduates
continue to havea 100% employment rating.

Feedback: The major issue to address is the
timely completion of the thesis/research project. The process of
selecting a topic, researching it, and writing is problematic to many
students. The lack of required papers at the undergraduate level and a
phobia of statistics have been identified as root problems. There is a
need to foster a research culture at the undergraduate level.

The CSD 603 research project will be re-conceptualized to
tie-in more with the applicative aspect of the program and current
philosophical view of the profession.

We have streamlined the portfolio process to ensure that
student portfolios contain only relevant information to document
learning outcomes.

Department: Music

Learning Outcomes:

Music Theory:

score analysis: the ability to analyze a completed
musical composition with regard to its formal, harmonic, and structural
content;

the ability to delineate the particular stylistic
features of a musical composition in relation to a particular
historical/stylistic period;

knowledge of the history of music form and the
relationship existing between form and content in the sonata form. The
ability to analyze a sonata form movement;

Music History:

score identification: the ability to identify the
probable composer, title, genre, medium and period of a particular
musical composition;

knowledge of the important developments in music from a
music-historical point of view;

the ability to trace a musical genre through various
periods of stylistic development;

Research:

knowledge of the basic tools used in music research;
knowledge of the purpose and procedures for conducting the following
types of music research;

philosophical research;

history research;

descriptive research;

experimental and qualitative research;

the ability to formulate and implement a research
problem;

Music Education: the ability to apply learning theories,
pedagogical approaches, an methods of evaluation to all types of
teaching situations;

Performance skills:

demonstrated technical proficiency on a principal
instrument;

the ability to perform a public recital and perform
music literature selected from diverse stylistic periods;

the ability to incorporate analytical perceptions and
historical perspectives into one’s performance;

knowledge of the solo and ensemble literature;

understanding pedagogical principles of one’s
instrument;

Composition:

the development of compositional technique in several
media and/or genre;

development of a compositional technique that enables
the composer to develop his/her own personal voice;

Feedback Loop: After reviewing the
curriculum, student and faculty interest, and NASM degree requirements,
the decision was made to change the name of the Master of Arts degree
program to the Master of Music degree program. This change was approved
by the faculty, administration, Board of Trustees, and Illinois Board
of Higher Education and will become effective Fall of 2006.

Department: Theatre

Learning Outcomes:

To intensively train students desiring to improve
knowledge, techniques and skills in the areas of acting, directing,
design, and theatre technology;

To motivate the students to perfect their knowledge of the
theatre and to guide the students in the development of artistic
skills; and

With the audience as a teacher, to constantly instruct
students in their effectiveness as theatre artists.

Direct and Indirect Measurement: Recruitment
auditions, auditions for all productions, feedback from faculty during
the callbacks. advising sessions, contributions to production program,
design students are assessed on a daily basis through their work in the
production program, self-assessment forms, the MFA Final Project
(casting in a major role in a Mainstage production or assigned a
significant design for a Mainstage production or directing a Mainstage
show as a capstone project), including pre- and post-production papers,
some internship opportunities, portfolios.

Results: Assessment is ongoing.
Demonstrated improvement in the quality of auditions for university
productions, recognition of student skills through substantial interest
in our acting students by professional companies at all levels,
recognition of student skills through successful showings at the
American College Theatre Festival regional and national conferences, and
student-generated performance opportunities.

Feedback Loop: Feedback is provided to the
students through close mentoring both in connection with formal
assessment and with opportunities to communicate with faculty and
theatre professionals. Student actors, directors and designers are
directly mentored by faculty advisors. Advisors observe rehearsals and
give continued feedback on the artistic process. Students participate
in post-production evaluations which include the audience’s reception of
the work. Curriculum and assessment process is reviewed annually.